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  1. Last 7 days
  2. Nov 2024
    1. Résumé de la vidéo [00:00:01][^1^][1] - [00:30:23][^2^][2]:

      Cette vidéo documente une journée dans une classe de quatrième, mettant en lumière les défis et les interactions entre les élèves et les enseignants.

      Moments forts: + [00:00:01][^3^][3] Début de la classe * Les élèves arrivent en retard * Discussions sur la politesse et le respect * Introduction du thème de la tempête intérieure + [00:01:13][^4^][4] Analyse littéraire * Discussion sur Jean Valjean et les Misérables * Comparaison avec d'autres œuvres littéraires * Exploration des dilemmes moraux des personnages + [00:05:04][^5^][5] Activité artistique * Les élèves dessinent une forêt nocturne * Instructions sur l'utilisation des matériaux * Encouragement à la créativité et à la profondeur + [00:15:00][^6^][6] Gestion des comportements * Problèmes de discipline et de respect * Discussions sur les conséquences des actions * Importance du soutien entre enseignants et surveillants + [00:25:00][^7^][7] Réflexions personnelles * Élèves exprimant leurs frustrations * Discussions sur les défis personnels et scolaires * Encouragement à utiliser l'école comme un espace positif

      Résumé de la vidéo [00:30:25][^1^][1] - [01:04:37][^2^][2]:

      Cette vidéo montre la vie quotidienne et les défis des élèves de quatrième C, ainsi que les interactions avec leurs enseignants. Elle met en lumière les efforts pour canaliser l'énergie des élèves et les aider à se concentrer sur leurs études.

      Moments forts: + [00:30:25][^3^][3] Canaliser l'énergie * Importance de gérer les réactions impulsives * Discussions sur les aspirations futures * Exemples de comportements à éviter + [00:31:23][^4^][4] Activité artistique * Représentation du bruit sur une feuille * Utilisation de couleurs et de formes * Encouragement à l'expression créative + [00:35:00][^5^][5] Discussion sur Zola * Analyse d'un texte argumentatif * Importance de structurer les arguments * Exemples de figures de style + [00:38:12][^6^][6] Exercice de visualisation * Techniques de relaxation * Importance de l'imagination * Exercice pour se sentir heureux + [00:46:14][^7^][7] Activité de sculpture * Création de sculptures en fil de fer * Comparaison avec le dessin * Exemples d'artistes célèbres

      Résumé de la vidéo [01:04:40][^1^][1] - [01:17:20][^2^][2]:

      Cette partie de la vidéo montre des interactions entre les élèves et les enseignants dans une classe de quatrième. Les discussions portent sur divers sujets académiques et administratifs, ainsi que sur des moments de vie scolaire.

      Moments forts: + [01:04:40][^3^][3] Discussion sur un poème * Analyse du dernier vers * Révélation de la mort du soldat * Importance de la culture latine + [01:05:23][^4^][4] Fin des cours * Élèves discutant de leur emploi du temps * Confiscation d'une casquette * Sentiment de frustration de l'enseignant + [01:07:09][^5^][5] Problèmes administratifs * Inscription des élèves * Importance des dates limites * Instructions données par l'enseignant + [01:09:00][^6^][6] Exercice de poésie * Écriture de poèmes inspirés par Raino * Discussions sur la versification * Encouragements de l'enseignant + [01:15:19][^7^][7] Réflexions sur les objets scolaires * Personnification des meubles * Mémoire et histoire des objets * Importance des souvenirs scolaires

  3. Jul 2022
    1. Human beings are different from what they seem to be thinking, perceiving, or saying asmediated by social symbolic systems [29 ]. They are different from how they are represented intheir own narratives, they are different from language itself. Interestingly, learning to consciouslybecome aware to that difference—the bare human spirit, the preindividual, or being as becoming asSimondon [30 ] puts it—appears to be the state of mind towards which many spiritual traditionsare guiding. David R. Weinbaum (Weaver) refers to this state as thought sans image [ 13], offering itscontemporary conceptualisation via the metaphysical theories of Henri Bergson, Gilbert Simondon andGilles Deleuze, in combination with the enactive theory of cognition [14 ] and inputs from complexityscience

      !- key insight : thought sans image !- definition : thought sans image * human beings are NOT defined by what they are thinking, perceiving or saying as mediated by social symbolic systems * They are also NOT defined by their own narratives or language itself - the symbolosphere is culturally imposed upon the bare human being * That primordial nature is described as the bare human spirit, the preindividual, being-as-becoming (Simondon) * Many spiritual traditions guide practitioners to experience this primordial state, the nondual state, stripped of all cultural embellishments * David R. Weinbaum (Weaver) calls this state thought sans image based on the metaphysical theories of Henri Bergson, Gilbert Simondon and Gilles Deleuze and 4E theory of cognition

    1. If this notion of human existence as a unity of participation in both perishing and non-perishing reality sounds odd to modern ears, it is mainly because philosophical and scientific–and consequently popular–thought during the last few centuries has been busy constructing a very different image of the human person. The image of participation has been changed and simplified into an image of two entities: a body, and a mind inside the body that has intelligence and ideas. This is the image that eventually came out of Descartes and Hobbes and other early modem thinkers, and wound up as a portrayal of human beings as mental entities encased in physical entities: a mind-thing imprisoned in a body–thing. Now a mind-thing imprisoned in a body-thing cannot experience participation in the ground of reality. Why not? Because it is imprisoned, isolated in the head. It can only have ideas about it and “project” them out onto reality. What becomes, then of the non-perishing dimension of meaning? Accepting the modem image, we could have faith that we have a relation to non-perishing reality only through first conceiving of a non-perishing reality–let us call it “God”–in the isolation of our bodily-encased minds, and then projecting that conception onto a “beyond” of things, and finally engaging in the desperate procedure of believing that it is real and that we have a connection with it in spite of not knowing anything of the kind. In other words, as long as self-understanding is dominated by this modem image, human consciousness cannot make sense of its own experience of immediate participation in a non-perishing ground of reality. And therefore, it cannot really make sense of its moral striving–since what is the point of the struggle for goodness if goodness is nothing more than temporary private opinion? Thus the modem image of human nature short-circuits the Socratic and Kierkegaardian understanding of existence, and leaves us with the familiar contemporary mess of radical moral relativism. This modern image of human existence is tenacious, though–partly because it is so closely connected to the modem view of what real knowing is, a view that enjoys an almost unassailable status. It might be summarized with extreme brevity as follows. If the mind is a thing encased in the physical body that only knows reality through the mediation, through the channeling, of the physical senses, any valid knowing has to validate itself through the presence of the relevant sense data. And this means that all true knowing is the type of knowing involved in the natural sciences, where empirical verification must take place through quantifiable data. Data that cannot be mathematically measured, such as the data consciousness discovers in its own activity and awareness–for example moral insight–can never be a matter of knowing, merely of opinion. How could the Socratic experience of discovering that the moral autonomy of the soul involves a non-perishing dimension of meaning ever be verified, if the data of sense, quantifiable data, are the only relevant data for affirming truth? The life of Socrates–an exemplary model for over two millennia of the moral liberation of the soul through the catharsis of practicing death–is, in this view, a life based on nothing more substantial than a private irrational belief. So to sum up: what has happened is that the enthronement by modem philosophy and science of an image of human nature as a thingly mind entrapped in a thingly body, has made all symbolizations of a non-perishing dimension of reality non-credible to many people–particularly to the intelligentsia, who emphasize their modem credentials by presenting themselves as the cultured despisers of religion. And, of course, one of the reasons why this modem image is so popular and so resistant to critique is what it appears to promise. If we go back to the founding texts of modernity, to the writings of Descartes, of Bacon, of Hobbes, we find a great optimism. If there is no participation in a mysterious origin of non-perishing meaning, there is no mystery essential to human existence. If there is no such participation, then all knowledge originates only in human consciousness itself. And if there is no primal mystery, and if all meaning is of human creation, we can hope one day to bring nature, human society, and history fully under human control. In his last book, Escape from Evil, Becker wrote: “Hubris means forgetting where the real source of power lies and imagining that it is in oneself (37).” I would suggest that imagining that notions of a non-perishing dimension of meaning are the pure creations of an isolated human consciousness, entails a forgetting of where the real source of consciousness lies: in the experienced mysterious ground of consciousness, which grants us the quite rational opportunity of a free and loving commitment to an enduring dimension of meaning. Of course, in some sense, human awareness of the non-perishing mystery in which it participates remains alive and well, because people keep striving to be moral, and they keep asking questions about that experience. Human questioning will always keep uncovering the eternal dimension of meaning, keep introducing people to the Socratic catharsis, and keep leading people to what Becker called a life of courageous self-realization. But they can be helped to do so by promoting insights like those of Becker on the choice between denying death or facing up to mortality. Like Becker in his chapter on Kierkegaard in The Denial Of Death, what I’ve tried to show is that the problem does not lie in the notion of human participation in imperishable reality. Rather, where the problem lies is in the self-comforting delusion that one possesses eternal meaning, and especially in the measures people take to defend their feeling of righteous invulnerability, especially through aggression. Authentic faith, by contrast, affirms enduring meaning in the context of an open if anxious acceptance of mortality. And so one must conclude that there are two opposites to authentic faith. One is the dogmatic clinging to an immortality project; and the other is the equally dogmatic insistence that enduring meaning is an illusion. Both of these are denials of our real human situation, making up two sides of the same counterfeit coin.

      The essay closes with a critique of the subject / object mind / body framework that now dominates modernity. Socrates, Kierkigaard and Becker's claims, when seen through the lens of Cartesian modernity, are relegated to the margins. materialism denies any legitimacy to such claims. Recent 4E cognition is an attempt to push back on this. Hughes notes that:

      "In his last book, Escape from Evil, Becker wrote: “Hubris means forgetting where the real source of power lies and imagining that it is in oneself (37).” "

    1. so that's me trying to do a synoptic integration of all of the four e-cognitive science and trying to get it 00:00:12 into a form that i think would help make make sense to people of the of cognition and also in a form that's helpful to get them to see what's what we're talking about when i'm talking about the meaning 00:00:25 that's at stake in the meaning crisis because it's not sort of just semantic meaning

      John explains how the 4 P's originated as a way to summarize and present in a palatable way of presenting the cognitive science “4E” approach to cognition - that cognition does not occur solely in the head, but is also embodied, embedded, enacted, or extended by way of extra-cranial processes and structures.

    1. t what is an individual 01:13:07 okay so why why the why in the world would i why would we ask this question and why would i spend you know multiple pages in this paper even discussing like of course we know what 01:13:20 an individual is right or or maybe not like like that actually turns out to be a difficult question what is an individual and it's important to this and it's important to this discussion of societal 01:13:33 systems because who are we who what you know what is the purpose of a societal system what is it what is it who is it supposed to serve you know so you have to ask really like 01:13:45 it's it's good to ask if we're going to build a societal system who wh who is it that it's supposed to service you know like who are we what do we want you know it's part of 01:13:57 figuring out what do we want what do we value who are we start there you know i would say so so we've already kind of touched on these themes but 01:14:09 this idea of rugged individualism you know like from a certain perspective and a certain you know from a limited sort of time frame perspective sure there's there's a rugged individualism that exists right and it can be useful in 01:14:22 certain certain situations but by and large that's not what life is doing you know that's not what the the they're um we are we are 01:14:36 it's really even difficult to say like where if i'm a rugged individual where do i actually start and where do i end you know like where is where is me this you know even physically it's hard to say 01:14:48 because this physical me is really i think more bacterial cells than it is um human cells right so so uh like i'm a sieve i'm a i'm a process through which things are 01:15:02 flowing through i'm a i'm an ecosystem myself with bacteria and viruses and human cells and all of those components are necessary for me to survive today and for for 01:15:14 humans to survive you know over eons were like a mix we're a bag of of human-like things and bacterial-like things and viral-like things and 01:15:26 and we're porous and we're part of the carbon cycle and we're part of the nitrogen cycle and then you and then when you say like okay well how could you be a rugged individual individual when you're really 01:15:38 this this porous smorgasbord of things right

      What is an individual? This is a very fundamental question that John asks, especially from the evolutionary biological perspective as life has evolved over billions of years and what were once separate individuals, came together in Major Evolution Transitions (MET) to form a NEW grouping of what were former individuals to form a new cohesive, higher order individual. Life is therefore COMPOSITIONAL. When these groups of individuals increase fitness by clustering together and mutually benefit from each other, they then reproduce together as a cluster.

      Watch this informative video by Oxford researcher explaining MET: https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2FVUfNEHl44hc%2F&group=world and watch Amanda Robbin's video on research on the same question from an information systems perspective: https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2F6J-J72GoqhY%2F&group=world based on her paper: https://hyp.is/go?url=https%3A%2F%2Fwww.frontiersin.org%2Farticles%2F10.3389%2Ffevo.2021.711556%2Ffull&group=world

      Stop Reset Go and Deep Humanity praxis adopts the same view that the individual human being is a process, a nexus of many different flows of the natural world....and consciousness is part of the that - 4E - Embedded, Enacted, Embodied and Extended. We are more appropriately called a human INTERbeing, and even more appropriately a human INTERbeCOMing (since we are more process than static thing) both from material and information flow perspective.

      Our consciousness is at a specific level, associated with a body with sensory bubble that constrains it to this particular scale of experience - not microscopic and not planetary. It gives us a unique lens into the other scales of the individual that are purely cognitive, and only indirectly sensed via instrumentation that extends our naked senses. That siuatedness and perspectival knowing gives us a uniquely, distorted view of reality.